No abstract

Should principals enforce mandatory separation of twins in kindergarten? Do school separation beliefs of principals differ from those of teachers, parents of twins, and twins themselves? This survey questioned 131 elementary principals, 54 kindergarten teachers, 201 parents of twins, and 112 twins. A majority of principals (71%) believed that twins should be separated in kindergarten, while only 49% of teachers, 38% of parents, and 19% of preschool and kindergarten twins agreed. Additional survey results describe reasons for separation beliefs held, perceived trauma of kindergarten separation, positive and negative reactions to school separation, and percentage of kindergartners separated. Representative belief statements of twins, categorized into themes, supplement the report. Administrative bias and discrimination against twins are discussed. Recommendation is that principals should avoid making unilateral twin placement decisions.

We quote the following result, which we shall often use in this section.LEMMA 1 [9, Theorem 18.2]. Let G be a primitive permutation group on a set f~, and a ~ f~. Let A be an orbit # Ca} of G~. Then every composition factor of G~ is isomorphic to a section of G~.

Chickasaw and Choctaw, the two Western Muskogean languages, have several different relative clause constructions, each of which is internally headed: (1) relative clauses with final demonstratives; (2) relative clauses in which the verb is marked with the suffix -kaash; and (3) relative clauses in which the verb is marked with a form of the complement switch-reference marker -ka. Western Muskgean relative clauses sometimes take the marking predicted by the case system, sometimes the marking predicted by the switch-reference system, and sometimes can take either marker, with different conditions for the three different relative clauses types and for extraposed modifying clauses. This complexity, we argue, arose from syntactic change in progress.

No abstract